A linguagem dialógica que revela um novo currículo de língua portuguesa

Abstract

This research is part of the area of Applied Linguistics and is interested in studies related to the dialogical theory of language proposed by Mikhail Bakhtin and the Circle, in dialogue with studies of literacies applied to the Right to Learn Curriculum Proposal, published by the Department of Education of the municipality of Juazeiro/BA, with the aim of building principles that guide the direction of Portuguese language teaching based on dialogical language studies with an emphasis on discursive genres, materialized in literacy projects as a conducting element of maternal language teaching, identifying the differences in the recommendation of exploration of discursive genre or textual genre and evaluating the theoretical conceptions that underlie these recommendations. Methodologically, it was characterized as an interpretative/descriptive qualitative research based on the methodology of the case study, centered on understanding the dynamics of the investigation process, in this case, on the intentional re-elaboration of the curricular proposal for the Portuguese language of the referred municipality. It had the contribution of eight Portuguese language teachers who work in the final grades of fundamental education in municipal schools. To generate research data, the following actions were carried out: document analysis of the Right to Learn Curriculum Proposal; study groups with 08 Portuguese language teachers; collective reworking of the school curriculum; and production of self-reports by teachers describing the experience of having participated in the document’s construction. The investigation resulting from the set of these actions allowed us to identify that the following architectural principles can be the guiding principle of language teaching based on dialogic studies: i) dialogic theory of language principles; ii) methodological order for language teaching; iii) concrete utterance – discursive genres, materialized in literacy projects, thus capable of theoretically and methodologically guiding language teaching in an emancipatory conception. In addition, it is concluded that what underlies the differences between the approach to genres in the textual or discursive perspective is related to the conception and method of these options. Since the textual genres focus on the standardization of the language, while the discursive ones understand that the unity of the language is naturally guaranteed in the dialectical game of social relations. Therefore, the latter is consistent with the proposal. The result achieved from the research allowed presenting the thesis that the Right to Learn Curriculum Proposal now has as its principle the focus of teaching and learning on the enunciative and discursive aspects directed to the language of everyday life, exercising students for the appreciation of values, the responsive-active atitude, and, consequently, to achieve a more critical and active posture in different dialogue situations.